Listening: Women Firefighters
To provide gist and specific information listening practice using a text about different activities performed by firefighters in the context of women firefighters
To provide fluency speaking practice in a conversation in the context of women firefighters
Procedure (35-46 minutes)
- T welcomes the class - T shows three pictures of women firefighter and asks learners if there are many women firefighters in their city (1 min). If you don't know, you may guess (say what you think is true). - Learners briefly discuss in pairs (2 mins). - T conducts OCFB (1 min).
- T gives instructions and demos the task (1 min): Now look at these three pictures (a firefighter fighting a fire, firefighters rescuing a cat from a roof, firefighters giving first aid to a person). You have to match the pictures with the activities. (DEMO here) Please TAKE A SCREENSHOT now. You have 2 mins in pairs. - Learners work in pairs in breakout rooms (2 mins). - T conducts OCFB and asks CCQs to check understanding of meaning (1 min): Now look at the answers. Are your answers correct? You can TAKE A SCREENSHOT. Do I try to stop the fire? (Yes.) Do I actually stop the fire? (Maybe.) Is the cat in a dangerous situation? (Yes.) Do I save the cat from this situation? (Yes.) Is the person sick? (Yes.) Do I help the person? (Yes.) Am I a doctor? (Not necessarily.) - T shows two more pictures (normal people giving first aid in the street, a person getting rescued at sea) and asks further CCQs (1 min): Now look at these new pictures. Do only firefighters give first aid? (No.) Do only firefighters rescue people or animals? (No.) - T shows next slide and elicits form from learners (1 min): Now what are these words (‘fight’, ‘rescue’, ‘give’)? Verbs, nouns? (Verbs.) And this word (‘a fire’)? Is it singular or plural? (Singular.) What is the plural? (Fires.) Okay, so we say ‘I fight fires’. How about she? She …? (She fights fires.) And here (‘rescue’)? She …? (She rescues people and animals.) And here (‘give’)? She …? (She gives first aid.) - T moves on to pronunciation and elicits stress from learners, models and conducts individual drilling, explains difficult sounds if necessary (1 min): Now listen. Which words sound more prominent? - T shows graphic representation of stress and difficult sounds, models and conducts choral drilling (1 min): Now listen and repeat everyone.
- T gives instructions and demos the task (1 min): Now listen to the interview and choose the correct answer. You have 3 options (a, b, c). (DEMO here). This task is individual. The recording is 3 mins long and you will only hear it ONCE (one time). You will have some seconds to read the options before I play the recording. Do you have to read the options before you listen to the recording? (Yes.) Is the task individual or in pairs? (Individual.) - T shares link to the task and waits for learners to read the options. - T plays the recording. - Learners work individually in Google Forms (3 mins). - Learners compare answers in pairs in the chat (1 min). - T conducts OCFB eliciting the correct answer from learners (1 min).
- T gives instructions and demos the task (1 min): Now listen to the second part of the interview and choose the correct answer. (DEMO here) You will hear the recording TWICE (two times). DO NOT SUBMIT after the first time. You will compare your answers with a partner before you listen for the second time. How many times will you hear the recording? (Twice.) Do you have to submit after the first time? (No.) Do you have to you compare your answers with a partner before the second time? (Yes.) - T shares link to the task and plays the recording. - Learners work individually in Google Forms and briefly compare answers in pairs in the chat (4 mins). - T conducts OCFB (1 min).
- T gives instructions and demos the task (1 min): Now look at these questions. (Can women be good firefighters? If yes, why? If no, why not?) What do you think? Discuss in pairs for 6 mins. Do you have to write your answers or discuss them? (Discuss them.) - Learners work in pairs in breakout rooms (6 mins). - T monitors each pair and makes note of common errors for DEC. - Learners may switch pairs if they finish earlier. - T conducts OCFB and asks learners if they agreed in the pairs (1 min).
- During the post-listening T writes some samples of learners’ production on the slide. - T nominates different learners to identify and correct errors (1 min). - T writes the correct versions and elicits explanation from the learners (1 min). - T closes the class.